Shadi Roshandel, California State University - East Bay

Implicit Theories of Intelligence, Class Goals, and Achievement Goals: An Alternative Theoretical Consideration of Structural Relations - Cheon-woo Han, The University of Texas - Tyler

What Do Fixed and Growth Mind-Set College Professors Actually Do and Say in the Classroom? - Katherine Marie Muenks, University of Texas at Austin; Elizabeth Ann Canning, Indiana University - Bloomington; Kathryn M Kroeper, Indiana University; Mary C. Murphy, Indiana University

Michelle Lui, University of Toronto

Critters in Your Classroom Walls: Visualizations for Collective Investigations and Model Construction in Population Ecology - Michelle Lui, University of Toronto; Tom Moher, University of Illinois at Chicago; Brenda A. Lopez Silva, University of Illinois at Chicago

Design-Based Research: Promoting Young Children's Scientific Literacy in Nonformal Settings - Jenni Vartiainen, University of Tampere

Learning Environment Perceptions and Attitudes Toward Science: Examining Gender Difference and Transition - Alice Jane Dunlop, Catholic Education Office; Jill M. Aldridge, Curtin University

Spark-Challenge: A Theory-Based Intervention Model to Support Intrinsic Motivation in STEM - Eddie Partida, Claremont Graduate University; Delacy E. Ganley, Claremont Graduate University; Andrew J. Hughes, California State University - San Bernardino

Samantha Tackett-Bradt, Florida State University

Does Teachers' Negative Behavior Influence Students' Self-Efficacy and Mastery Goal Orientation? - Kathan Dushyant Shukla, Indian Institute of Management Ahmedabad; Samvet Kuril, Indian Institute of Management; Vijaya Sherry Chand

Group-Efficacy Beliefs in Cooperative Learning Contexts - Jessica J. Summers, The University of Arizona; Geillan Dahab Aly, University of Hartford; Lia Falco, The University of Arizona

Improving Teacher Self-Efficacy Through Professional Learning Community in K–12 Chinese Schools - Qing Gao, Texas Tech University; Jian Wang, Texas Tech University

Edward G. Fierros, Villanova University

Parenting and School Climate Predictors of Australian Aboriginal Students' Optimism, Coping, Self-Efficacy, and Academic Achievement - Helen Joanna Boon, James Cook University - Australia

Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups - Elena M. Venegas, University of Texas Rio Grande Valley

Updated Meta-Analysis of Self-Efficacy Interventions in Higher Education - Wenyan(Emma) Jiang Erzincanli, University of San Francisco; Patricia L. Busk, University of San Francisco; Polin Yadak, City College of San Francisco

Cecilia Henriquez Fernandez, University of Michigan - Ann Arbor

Sophistication Matters: The Importance of Strategy Development on Student Performance on Multiplication and Division Problems - Caroline Brayer Ebby, University of Pennsylvania; Robert Nathenson, Consortium for Policy Research in Education

The Predictive Power of Metacognitive Monitoring on Math Equivalence Problems - Lindsey Nelson, Indiana University - Bloomington; Emily R. Fyfe, Indiana University

Benefits of Problem-Posing Activities With Elementary Students and Preservice Teachers - Mary Margaret Capraro, Texas A&M University - College Station; Robert M. Capraro, Texas A&M University - College Station; Roslinda Rosali, The National University of Malaysia; Mahati Kopparla; Hyunkyung Kwon, Texas A&M University - College Station; Katherine Nicole Vela, Texas A&M University - College Station; Danielle Bevan, Texas A&M University - College Station; Yujin Lee, Texas A&M University - College Station

Cognitive Predictors of Symbolic Number Skills in Preschoolers: Interaction Between Executive Functions and Intelligence - Marina Vasilyeva, Boston College; Meghan Coughlan, Boston College; Lauren Crawford, Boston College; Daria Bukhalenkova, Lomonosov Moscow State University; Aleksander Veraksa, Lomonosov Moscow State University

Investigating the Generalizability of a Schema-Based Instructional Approach to Proportional Problem Solving: A Multistate Study - Michael R. Harwell, University of Minnesota; Asha K. Jitendra, University of California - Riverside; Stacy R. Karl, University of Minnesota - Twin Cities; Soo-hyun Im, Teachers College, Columbia University; Susan Slater, University of Minnesota

Mathematics Problem-Posing in Informal Contexts - Lara Jasien, Vanderbilt University; Melissa Sommefeld Gresalfi, Vanderbilt University

DeLeon Gray, Michigan State University

Reimagining Methodologies and Theoretical Models in Educational Psychology to Center Equity and Justice - Kamden Strunk, Auburn University

Methods That Liberate: Quantitative Methods in a Social Justice Framework - Christy M. Byrd, North Carolina State University

Methodologies That Empower: Use of Transformative Paradigms With Marginalized Communities - Nicole Leach, Mississippi State University

Providing Channels to Create Opportunities for Marginalized Populations to Survive in Quantitative Fields - Immanuel James Williams, California State Polytechnic University - San Luis Obispo

In Search of Educational Psychology Methods Training on Issues of Equity and Inclusion - Christopher Seals, University of Illinois at Urbana-Champaign

Yan Yang, The University of West Georgia

Development of Math and Literacy Achievement Within Lower Secondary School Classrooms: A Multilevel Pattern-Centered Analysis - Elina E. Ketonen, University of Helsinki; Risto Hotulainen, University of Helsinki

Relationships Between Achievement Emotions and Self-Regulated Learning in English and Mathematics Classes Among Streams - Prisca F.Y Chong, Nanyang Technological University - National Institute of Education; Stefanie Y. Chye, National Institute of Education - Nanyang Technological University

Timothy L. Weekes, Holy Names University

Culturally Responsive Urban Charter School Pedagogy - Timothy L. Weekes, Holy Names University

Physical Learning Spaces for Deep(er) Learning - Marian Mahat, The University of Melbourne; Wesley Imms, The University of Melbourne, Australia

Carly Dolan Robinson, Harvard University

Effects of Peer Feedback on Student Emotions and Performance - Yuan Xu, McGill University; Michael Lindsley Hoover, McGill University

Adapting the Civic Online Reasoning Assessment Cross-Nationally Using an Explicit Functional Equivalence Approach - Dimitri Molerov, Humboldt University of Berlin; Susanne Schmidt, Johannes Gutenberg-Universität Mainz; Olga Zlatkin-Troitschanskaia, Johannes Gutenberg University of Mainz

Approach to the Different Style of Learning Outcomes: Focus on the Interaction With Campus Members - Youngsik Hwang, Indiana University - Bloomington; Haram Jeon, Chonnam National University

Exploring Grading Discrepancies Across Academic Majors - Brooke Milstead, University of Nebraska - Lincoln

Recalibrating "College- and Work-Ready": The Value of Noncognitive Skills in Higher Education and Workplace Settings - Mandy Savitz-Romer, Harvard University; Heather T. Rowan-Kenyon, Boston College

Using Content Analysis to Support the Development of Measurable Learning Outcomes in Higher Education - James P. Van Haneghan, University of South Alabama; Melissa D Dean, University of South Alabama

Adults Who Struggle With Reading: Characteristics and Intervention Results - Daphne Greenberg, Georgia State University

Designing Adult Literacy GED Academic Writing Pedagogy: Using Bakhtin to Learn From Tension - Sasha V. Lotas, Academy of Hope Adult Public Charter School

Showing Progress: Adult Literacy Students' Experiences of Accountability-Driven Practice - Amy Pickard, Indiana University - Bloomington

Unrealized Potential: Youth Aged 16–24 in Turkey - Aydin Durgunoglu, University of Minnesota - Duluth